This widely acclaimed introduction to modern Christian thought, formerly published by Prentice Hall, provides full, scholarly accounts of the major movements and thinkers, theologians and philosophers in the Christian tradition since the eighteenth-century Enlightenment, together with solid historical background and critical assessments. This second edition deals with the entire modern period, in both Europe and America, and is the first to include extensive treatment of modern Catholic thinkers, Evangelical thought, and Black and Womanist theology.
In the World Library of Educationalists, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume, allowing readers to follow the themes of their work and see how it contributes to the development of the field. Mary James has researched and written on a range of educational subjects which encompass curriculum, pedagogy and assessment in schools, and implications for teachers ́ professional development, school leadership and policy frameworks. She has written many books and journals on assessment, particularly assessment for learning and is an expert on teacher learning, curriculum, leadership for learning and educational policy. Starting with a specially written introduction in which Mary gives an overview of her career and contextualises her selection, the chapters are divided into three parts: Educational Assessment and Learning Educational Evaluation and Curriculum Development Educational Research and the Improvement of Practice Through this book, readers can follow the different strands that Mary James has researched and written about over the last three decades, and clearly see her important contribution to the field of education.
* Considers neoclassical models in light of results that can go wrong with them to bring about better models. * Questions the assumption that markets clear quickly. * Offers a timely examination of the LTCM collapse. * Written by a group of well-respected and highly qualified authors.
Schooling the New South deftly combines social and political history, gender studies, and African American history into a story of educational reform. James Leloudis recreates North Carolina's classrooms as they existed at the turn of the century and explores the wide-ranging social and psychological implications of the transition from old-fashioned common schools to modern graded schools. He argues that this critical change in methods of instruction both reflected and guided the transformation of the American South. According to Leloudis, architects of the New South embraced the public school as an institution capable of remodeling their world according to the principles of free labor and market exchange. By altering habits of learning, they hoped to instill in students a vision of life that valued individual ambition and enterprise above the familiar relations of family, church, and community. Their efforts eventually created both a social and a pedagogical revolution, says Leloudis. Public schools became what they are today--the primary institution responsible for the socialization of children and therefore the principal battleground for society's conflicts over race, class, and gender. Southern History/Education/North Carolina
While the role of the African American in American history has been written about extensively, it is often difficult to locate the wealth of material that has been published. African-Americans in Defense of the Nation builds on a long list of early bibliographies concerning the subject, bringing together a broad spectrum of titles related to the African-American participation in America's wars. It covers both military exploits—as African Americans have been involved in every American conflict since the Revolution—and their participation in the homefront support.
Along with those of Black and Anderson, Ballentine's is one of the most important American dictionaries of the modern era. Originally published: Indianapolis: The Bobbs-Merrill Company, [1916]. [vi], 632 pp. Reprint of the uncommon first edition. Containing over 18,000 entries and a 97-page index of American and English law and equity reports, it is renowned for its concision and accuracy. Immediately popular, it went through three editions by 1969 and served as the basis of Ballentine's College Law Dictionary (first edition, 1931) and the Self-Pronouncing Law Dictionary (1948). The 1916 edition retains its value as a handy but thorough one-volume reference. JAMES A. BALLENTINE was Assistant Professor of Law at the University of California and Dean of the San Francisco Law School.
This is a well researched, thorough and impressive work on climate change and agriculture in Africa. I recommend it to students, researchers and practitioners working on climate change issues' Jabavu Clifford Nkomo, senior programme specialist, IDRC This landmark book encompasses a comprehensive assessment of the potential economic impacts of future climate change, and the value of adaptation measures in Africa for different zones, regions, countries and farm types. Researchers developed and applied multiple analytical procedures to assess quantitatively how climate affects current agricultural systems in Africa, enabling them to predict how these systems may be affected in the future by climate change under various global warming scenarios, and suggesting what role adaptation could play. The study is the first to combine spatially referenced household survey data with climatic data at both national and international levels. This book provides vital knowledge about the impacts of climate change on Africa, serving as a guide to policy intervention strategies and investment in adaptation measures. It makes a major contribution to the analysis of climate change impacts and developing adaptation strategies, especially in the highly vulnerable farming communities in the developing world. Published with CEEPA and supported by the World Bank.
Cleveland and the surrounding area was home to one of the earliest and most active baseball scenes outside of the eastern seaboard. This extraordinarily detailed history combines author commentary with first-hand accounts to document baseball's rapid development and popularization in the region during the decades following the Civil War. Ordered chronologically and then geographically by town, chapters follow the game's rise from the earliest reports on ball in 1841, to the era of loosely organized, town-to-town rivalries and semipro clubs, and finally through the early era of the professional, and eventually major league, sport.
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
Winner of the Helen and Howard Marraro Prize A Times Literary Supplement Book of the Year “Perhaps the greatest study ever written of Renaissance political thought.” —Jeffrey Collins, Times Literary Supplement “Magisterial...Hankins shows that the humanists’ obsession with character explains their surprising indifference to particular forms of government. If rulers lacked authentic virtue, they believed, it did not matter what institutions framed their power.” —Wall Street Journal “Puts the politics back into humanism in an extraordinarily deep and far-reaching way...For generations to come, all who write about the political thought of Italian humanism will have to refer to it; its influence will be...nothing less than transformative.” —Noel Malcolm, American Affairs “[A] masterpiece...It is only Hankins’s tireless exploration of forgotten documents...and extraordinary endeavors of editing, translation, and exposition that allow us to reconstruct—almost for the first time in 550 years—[the humanists’] three compelling arguments for why a strong moral character and habits of truth are vital for governing well. Yet they are as relevant to contemporary democracy in Britain, and in the United States, as to Machiavelli.” —Rory Stewart, Times Literary Supplement “The lessons for today are clear and profound.” —Robert D. Kaplan Convulsed by a civilizational crisis, the great thinkers of the Renaissance set out to reconceive the nature of society. Everywhere they saw problems. Corrupt and reckless tyrants sowing discord and ruling through fear; elites who prized wealth and status over the common good; religious leaders preoccupied with self-advancement while feuding armies waged endless wars. Their solution was at once simple and radical. “Men, not walls, make a city,” as Thucydides so memorably said. They would rebuild the fabric of society by transforming the moral character of its citizens. Soulcraft, they believed, was a precondition of successful statecraft. A landmark reappraisal of Renaissance political thought, Virtue Politics challenges the traditional narrative that looks to the Renaissance as the seedbed of modern republicanism and sees Machiavelli as its exemplary thinker. James Hankins reveals that what most concerned the humanists was not reforming institutions so much as shaping citizens. If character mattered more than laws, it would have to be nurtured through a new program of education they called the studia humanitatis: the precursor to our embattled humanities.
In the early 1960s, civil rights activists and the Kennedy administration engaged in parallel, though not always complementary, efforts to overcome Mississippi’s extreme opposition to racial desegregation. In The Mississippi Civil Rights Movement and the Kennedy Administration, 1960–1964, James P. Marshall uncovers this history through primary source documents that explore the legal and political strategies of the federal government, follows the administration’s changing and sometimes contentious relationship with civil rights organizations, and reveals the tactics used by local and state entities in Mississippi to stem the advancement of racial equality. A historian and longtime civil rights activist, Marshall collects a vast array of documents from the John F. Kennedy Presidential Library and excerpts from his own 1960s interviews with leading figures in the movement for racial justice. This volume tracks early forms of resistance to racial parity adopted by the White Citizens’ Councils and chapters of the Ku Klux Klan at the local level as well as by Mississippi congressmen and other elected officials who used both legal obstructionism and extra-legal actions to block efforts meant to promote integration. Quoting from interviews and correspondence among the Student Nonviolent Coordinating Committee members, government officials, and other constituents of the Democratic Party, Marshall also explores decisions about voter registration drives and freedom rides as well as formal efforts by the Kennedy administration—including everything from minority hiring initiatives to federal litigation and party platform changes—to exert pressure on Mississippi to end segregation. Through a carefully curated selection of letters, interviews, government records, and legal documents, The Mississippi Civil Rights Movement and the Kennedy Administration, 1960–1964 sheds new light on the struggle to advance racial justice for African Americans living in the Magnolia State.
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